Inclusion Thrives When Everyone Plays Their Part
Collaborating with Organizations Worldwide
We support the whole system
- Universal Program Review: Assessing current practices through an inclusive lens.
- UDL Training: Building Tier 1 supports that benefit every learner.
- Mentorship: Guiding growth from teaching assistants to school leaders.
- Systems Development: Strengthening structures for sustainable impact.
- Behavior Support Systems: Creating school-wide approaches that promote positive behavior.
- Data Collection Systems: Capturing the whole story, from trends to daily teaching.
Where Personal Journey Meets Professional Mission
I was quite literally raised in school. With two music teachers as parents, I spent afternoons at rehearsals, evenings at performances, and summers helping organize sheet music. Add in my twenty year teaching career, and I have technically been in school for 37 years and counting.
What have I learned in all that time?
That inclusion is not the responsibility of one person or one department. It is a school-wide ecosystem built on clear systems, intentional practices, and shared ownership.
As demand grew for specialized expertise I have assembled a team of practitioners who share this classroom-first philosophy. Together, we help international schools worldwide move beyond patchwork solutions.
— April Remfrey, Founder
What Inclusion Has Taught Us
You cannot “Student Support” your way out of subpar classroom practices.
Too often, schools rely on Student Support teams to fix what is not working in classrooms. The truth is, classrooms are the most powerful place to support learner variability. We help schools build teacher capacity through UDL, scaffolding, and differentiation. These tools serve as the engine of sustainable inclusion. When classroom teachers are equipped, more students succeed where learning is meant to happen.
Schools, like students, need a clear picture of their present level of performance.
We know we should understand each student’s starting point, but do we apply the same principle to schools? Too often, institutions set ambitious goals without a realistic understanding of their current systems, gaps, or capacity. Strategic schools assess their present level first, then make strategic moves toward greater inclusion.
Teaching assistants are more than extra hands. They are part of the heartbeat of inclusion.
Research shows that simply adding another adult to a classroom does not improve outcomes. However, when teaching assistants are trained in specific strategies, teachers can focus more time on students at the margins, leading to improved learning. We help schools apply this research by rethinking the role of instructional assistants and equipping them to be intentional collaborators within the classroom.
Inclusion workshops across the globe
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Meet Our Inclusion Team
April leads every engagement, bringing in specialized team members based on your school's specific inclusion challenges. Each team member brings deep expertise in their area while maintaining our shared commitment to classroom-first inclusion.
April Remfrey
Specialties:
- Building sustainable school systems that support learner diversity
- Strengthening classroom practices through UDL, scaffolding, and differentiation
- Guiding schools to design learning environments that foster executive functioning and self-regulation
- Delivering keynote speeches, presentations, and workshops that inspire and equip educators and caregivers
After 37 years in educational settings—including decades working with international schools worldwide—I've learned that real inclusion doesn't come from adding programs. It comes from rethinking how your whole system works together.
I decided to help school leaders like you move beyond patchwork solutions and build sustainable inclusion from the classroom up.
At Remfrey, our approach isn't theoretical—it's born from years of classroom experience, refined through working with schools across continents, and proven effective for international school communities facing the unique challenges of serving diverse learners from multiple cultures and educational backgrounds.
Qualifications
- Masters Degree - Exceptional Education emphasis on marginalized populations, University of Wisconsin-Milwaukee, USA
- Bachelor's Degree - Double major Elementary Education, Special Education, Minor in World Religions, Luther College, Decorah, Iowa, USA
Affiliations
- I serve on the International and European boards of SENIA and work to bring the message of inclusive education to international schools.
- Recognized as an Affiliated Consultant by the Council of International Schools
Will Coman
Specialties:
- Multi-Tiered Systems of Support
- Professional Learning Communities
- Data Management Systems and Analysis
William Coman is an educator, school leader and consultant with 15 years of experience across a variety of settings and roles, both in Australia and internationally. He believes that all learners have the right to learn at high levels wherever they may find themselves in the world. Today, he is based in London and committed to supporting international schools in strengthening their inclusive practices through the development of Multi-Tiered Systems of Support (MTSS) and collaborative team cultures.
Amanda Frank
Specialties:
- Gain insight into the root causes of student behavior to more effectively meet their underlying needs.
- Design strength-based behavior support plans with clear, relevant goals and proactive and sustainable strategies.
- Engage in continuous collaboration to ensure consistent and effective implementation of behavior support systems.
- Access ongoing virtual support to regularly review, refine, and adapt behavior plans for lasting impact.
Amanda Frank is a Board Certified Behavior Analyst specializing in inclusive education, neurodiversity, and school based behavior support. For more than 20 years she has worked with neurodivergent and disabled learners, partnering with schools to build understanding, develop inclusive practices, and create environments where all students can thrive. She holds a bachelor’s in Child and Adolescent Development and a master’s in Teaching with a specialization in Applied Behavior Analysis, and is certified in Exceptional Student Education and ESOL.
Amanda began her career in the United States as a behavior analyst and consultant, then served in learning support roles in international schools in Ecuador and Bulgaria; she now serves as the schoolwide Behavior Specialist at the Anglo American School of Sofia, where she leads Inclusion Week and teaches about neurodiversity. A founding board member of SENIA Bulgaria and a board member of SENIA Europe, Amanda brings a strength based, neuro affirming approach grounded in the belief that behavior is communication and that every learner deserves to be seen, supported, and valued.
Jon Springer
Specialties:
- School search for families with children needing student support services.
- Navigating and de-escalating tough conversations in parent-school relationships.
Jon has partnered with Remfrey Education Consulting since 2024. As the primary at-home parent of two sons with moderate needs who are autistic, have ADHD, and dyslexia—and who have lived in the UAE, China, Austria, and Belgium—he brings a global family perspective. He is the founding CEO of Parents Alliance for Inclusion, advocating for parents of neurodivergent and disabled children in international schools; in 2020 he launched a 70+ member parent group (PALSS) and co-authored SENIA’s handbook on starting parent support groups. Jon remains active in worldwide parent and international education advocacy communities. He holds a Master of Teaching (2011) and previously worked as a journalist covering emerging markets (2011–2015).
FAQs
Every engagement begins with April’s leadership and experience. Around that foundation, she builds a team of specialists designed to match your school’s unique goals.
Both. We mix on-site training with virtual work to keep momentum and suit your school’s needs.
While we occasionally provide one-time workshops, the greatest impact comes from long-term partnerships. Working with a consultant or team of consultants offers your school a trusted thought partner who sees the big picture, helps sustain momentum, and keeps your goals on track. Research and experience both show that ongoing collaboration yields far greater returns than one-off professional development sessions.
Our focus is building teacher, leader, and system capacity rather than direct student services.
We have a classroom-first philosophy, systems approach, and international expertise.
We build capacity across roles, from assistants to school leaders.